Mary Donahue Stefani Langol Computer Apps 5/6/11 Songwriting Project The composition project: Write your own

song using the famous chord progression also used in Jason Mrazs Im Yours Day 1: First, listen to the song with the class then listen to the song again with a lead sheet up on the projector. Next, have a student volunteer come up to the board and write out the G scale (because the song is in the key of G.) Show the class that there are roman numerals that correspond with each letter in the scale. Let the class, with the guidance of the teacher, figure out that the song is made up of the repeating chord progression I, V, VI-, IV. Finally, listen to the song again and identify the verse and chorus sections of the tune. Have students write out a road map in whatever way they want that will be handed in at the end of class. Day 2: This day will focus on analyzing the melody. First, have the students build the triads for each diatonic chord in the scale then pick out the four triads that are used in the song- I, V, VI-, and IV. Then, analyze the melody. Have students look at each note and decide whether it is a chord tone or non-chord tone. Pass in the analyzed 1st verse and chorus at the end of class. Day 3: This day will focus on the rhythm and phrasing of the melody of the first verse and the chorus. First, work with the verse. Have the class pick out the beginning and end to each phrase. Show them how they can use lyrics to help check their work. Next, find the phrases in the Chorus. Make sure breaks and rests in the melody is stressed. Students need to understand that there needs to be space for the song to be processed by a listener. Also, talk about syncopation if needed. Have the

students hand in the lead sheet of the first verse and the chorus with circled phrases. Day 4: This day will be the first day that they will start their own song. In this class, they will develop the rhythm section for their song. Focus on the three main pieces of drums, bass, and keys. Have them listen to three pre-written drumbeats: rock, funk, and reggae. Have the students pick one. Then explain the range of the bass and the fact that a bass will usually play roots and fifths of each chord. Also, review how to play each of the triads on the keyboard. Day 5: First, let the class finish fixing and writing their rhythm section parts. Then, using Sibelius, have the students notate the drums, bass, and keys. Keys can just be slash marks. Thy do not have to write out specific voicings. Make sure students have included chord symbols on their score. Make sure students follow this song form: 8 bar intro, 8 bar first verse, 8 bar chorus, 8 bar second verse, 8 bar chorus, and 8-bar ending. Day 6: Use Reason to sequence the rhythm section. Use redrum for the drum kit. Pick any bass and keys for those instruments. Have students create a slightly different feel between the verse and chorus sections. If needed, adjust the score in Sibelius so the two line up. Day 7: Start the melody. Have students write out a short 2-bar rhythmic idea for a phrase. Make sure this rhythmic idea has space preferably at the end. Next, review chord tones of the chords used in the progression. Have beginner students use the chord tones in their rhythmic phrases. More advanced students may choose to use tensions. Begin to notate into Sibelius. Day 8: Finish notating the melody into Sibelius, then have the students listen back to it and help the students change notes to create musical phrasing. Students will chose

an instrument they will use for their melody and then sequence the two sections into Reason. Day 9: Finish all sequencing and notating if needed. Give time for basic mastering. Students must use pan, volume automation and layer tracks during the intro and ending. Day 10: Project Presentations.